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University of North Carolina at Wilmington/ Watson School of Education

EDN 344 – Literature in the Elementary School

Summer I - 2004

Professor: Dr. Stephanie Z. Corrigan

Office: Morton 103a

Phone: 962-3466

E-mail: corrigans@uncw.edu

3 cr. hrs.

Course Description (preq. EDN 301) The selection and evaluation of literature for elementary school children, including books and other media. Includes exploration of multi-cultural themes and traditions through literature, and strategies for integrating literature, music, and movement into the elementary curriculum.

Required Text: - No text required, however the following books are required. While there may be copies in the university or public library, there are not enough for everyone in class. You will need to have the books in class as we are analyzing them. I asked the book store to find the cheapest editions. The combined cost is about what you would pay for a regular-sized text. . If you purchase them, consider it an investment in your future classroom library.

Holes by Louis Sachar Mountain Valor by Gloria Houston

On My Honor by Marion Dane Bauer Sees Behind Trees by Michael Dorris

Seedfolks by Paul Fleischman Mississippi Bridge by Mildred Taylor

Lottery Rose by Irene Hunt A Year Down Yonder by Richard Peck

Maniac Magee by Jerry Spinelli Ella Enchanted by Gail Carson Levine

Skinnybones by Barbara Parks The Giver by Lois Lowry

Yolanda’s Genius by Carol Fenner Among the Hidden by Margaret Peterson Haddix

The Wright Brothers: In Their Own Words by George Sullivan

Objectives:

1. Explain the human/humanities characteristics of literature.

2. Describe and appreciate what makes a book “good.”

3. Describe and appreciate the motivating characteristics of using authentic books in instruction.

4. Explain why the textbook was a useful idea for its time, but has serious limitations in the information age.

5. Describe ways to obtain books and literature for classrooms.

6. Define and describe characteristics of the genres individually and in relationship to each other.

7. Identify and categorize examples of genre type.

8. Define and identify the seven elements of literature: plot, setting, characters, theme, point of view, tone, and style.

8. Identify examples of and distinguish between different categories within each element of literature (i.e. static

character vs. \ dynamic character).

9. Describe the characteristics of novels, picture story books, beginning reader books, concept books, non-fiction

trade books, and poetry.

10. Analyze an author’s use of the elements of literature to evaluate literary quality.

11. List and describe the elements and principles of design as they apply to book illustration.

12. List various media used in visual art illustration.

13. Analyze how illustration supports text in the development of the elements of literature in picture story books.

14. Describe and generate effective, varied responses to literature.

15. Define and describe the purpose and advantages of literature response groups.

16. Organize and plan appropriate literature response questions for discussion to scaffold beginners.

17. Describe how the elements of literature and their analyses are important to comprehension (strategic reading and

assessment), and guided reading instruction with directed-reading-thinking activities.

18. Identify examples of good writing from literature, to use with students as models of the characteristics of effective

writing strategies.

19. Perform read-alouds with appropriate expression, interactive questioning and response, and positioning of the

book to hold student interest.

20. Identify local library resources to support literacy for children, parents, and teachers.

21. Choose books appropriately for individual children and/or for instructional use.

22. Explain the need for the inclusion of appropriate multicultural, gender, and exceptional needs portrayals and

perspectives in any literature collection or instructional materials.

23. Experience books as children should experience them in an effective reading program.

If you are a person with a disability and anticipate needing accommodations of any type in order to participate in this class, you must notify Disability Services, provide the necessary documentation of the disability and arrange for the appropriate authorized accommodations. Once these accommodations are approved, please identify yourself to me in order that we can implement these accommodations.

Assignments/Points

Reading 16 novels with quiz-check and daily literature circle response 16 x 25 pts. 40%

4 quizzes or 2 exams (class vote) 2 @ 10% ea or 4 @ 5% ea. 20%.

Weekly creative literature response 4 @ 5% each 20%

Picture Book Analysis Paper (6-7 pgs.) 15%

Professional Attitude and Conduct (see description below) 5%

Readings, quiz-checks and daily literature circle responses

Each day you will come to class with a book read, ready to respond and discuss. First there will be a brief quiz (4-5 short answer factual questions) to make sure everyone has read the book. You must do well on the fact quiz to earn a high grade (A/B) for that day’s literature discussion responses. This is to insure that someone doesn’t take a free ride on others’ knowledge of the book when they haven’t read it. Then students will get into groups to discuss the book and respond to discussion questions about the book. The written responses completed in class, and the quizzes, will be graded for a daily grade.

Creative Response

Each Monday students will present to the class a creative response from the option list completed on one of the books read the preceding week.

Picture Book Analysis Paper

A written, formal paper analyzing and critiquing the elements of literature and visual illustrations and layout of a chosen picture book. This should be word-processed, double-spaced, edited and spell-checked, and about 6-7 pages long. (See additional information at end of this section)

Professional Attitude and Conduct

Student attitude and conduct will be evaluated on attendance, classroom behavior and interaction at the university. Each student will begin the semester with an A in this area, with the assumption that they already have a professional attitude and can demonstrate professional behavior. The majority of our students already display this conscientious professional behavior. The policies of the course are designed to promote professional behavior for the few who have not made the transition to the appropriate professional commitment. Students with problem behaviors will be reported to the Dean’s office each semester, as requested by the administration. The following describes what is considered appropriate professional behavior

Dependability - (regular attendance, prompt arrival & staying throughout class, work turned in when due)Schools as organizations are fanatical about attendance and promptness. They must be because they must rely on teachers to fulfill their duties responsibly without close supervision. If teachers do not do so, unattended children may harm themselves or each other, or be harmed by others. For this reason, absences and habitual tardiness are not tolerated by cooperating teachers or principals. Problems in these areas can cause failure in the internship experience, dismissal or nonrenewal of contract as an employed teacher. Most of our students are very conscientious and will succeed well in the teaching profession. Each student’s career “job” at this point in their preparation is to attend class and learn all that they can in preparation for interning. To help those that have not achieved attention to this professional expectation, the following policies are in place:

Perfect attendance will earn you 2 pts. added to your final average.

One absence is allowed with no penalty. Additional absences will lower your grade as follows:

2 absences = -3 pts. Reduction to final semester average

3 absences = 1 letter grade reduction of final semester average

absences that total 25% or more of course meetings = course failure

The same expectations exist for assignments. Every assignment that is late will receive a letter grade reduction for each day it is late. The professor will not accept work beyond 5 days after the assignment is turned in, except for very special circumstances approved by the professor.

Teachability - This means a positive attitude, eager to learn, open to new ideas, perseveres to understand, willing to revise, is receptive and acts upon feedback to improve, shows initiative, seeks help when needed, listens and shows respect for those with more knowledge and experience. Teachers need to be respectful of authority and those with more experience, responsible and dependable, collaborative with colleagues, and exhibit the interest and enthusiasm of life-long learners. These are important attitudes that should be present or developing in our preservice teachers at UNCW. Most of our students exemplify these characteristics and are a delight to their professors and cooperating teachers.

Collaboration – meaning a willing to help others, does their fair share, listen attentively to others, contribute ideas, exhibits positive interaction and negotiation in group work, encourages others.

Integrity – meaning honesty, academic integrity according to academic honor code in UNCW Code of Student Life (pg. 5), ethical behavior, maintaining confidentiality. This includes using lessons or responses from teachers, peers, or internet resources

.

Professional Demeanor - meaning composure, self-control and discipline, appropriate appearance and dress, appropriate professional and business-like interaction with students; appropriate and respectful interaction with teachers, administrators, and professors.

DIRECTIONS FOR LITERARY ANALYSIS OF A PICTURE BOOK

1) Sketch out sections analyzing each of the following elements studied in class. (Check your notes!!!!) Be

sure to include some analysis on each of them. This paper should be a critical analysis, NOT a

summary!!

a) characters

b) plot

c) setting

d) theme

e) style and tone

f) point of view

2) Look through the illustrations with an eye for the elements and principles of design and how they are

used to express ideas and emotions, as well as the design and layout decisions illustrators make. Can you see how the illustrator used artistic techniques to enhance or illustrate any of these elements of literature you have written about? Do the illustrations and the artistic techniques match the tone and theme of the writing? Or is there discord between the two? Do the illustrations reveal anything the text does not? How do the illustrations enhance the story? Incorporate any notes or insights on the illustrations into the sections where they belong. Checking your notes on the criteria for selecting a good picture book may help.

3) Look over your sections and try to discern a pattern or overall theme that you can use as a unifying idea

to tie your sections into a coherent paper. Make sure you have a clear introduction and conclusion that point out this controlling idea. Then make sure you adjust your various sections to reflect this main idea, connecting the sections as you go. Title your paper to reflect this main idea.

4) Revise and edit, spell check and correct. Your paper should be 6-7double-spaced typewritten pages.

Calendar Schedule (subject to change at instructor’s discretion):

Thurs., May 20th – NO Class, go online for syllabus, notes, and assignment

corrigan

For next class, read Holes by Louis Sachar

Mon., May 24th – Lit. response groups - Holes (quiz-check and written response); Illustration of Elements of Lit.; Theme comparisons; Inferencing and reading strategies

For next class, read On My Honor by Marion Dane Bauer

Tues., May 25th – Lit. response groups - On My Honor (quiz-check & written response); Intro to Picture Books and Illustration

For next class, read Seedfolks by Paul Fleischman

Wed., May 26th – Lit. response groups on Seedfolks (quiz-check and written response); Intro to

contemporary realistic fiction, bibliotherapy, and problem novels

For next class, read Lottery Rose, by Irene Hunt, review notes for quiz

Thurs., May 27th – Quiz on Elements of Literature and Picture Books; Lit. response groups on Lottery Rose (quiz-check and written response); Contemporary realistic fiction picture books

For next class, read Maniac Magee by Jerry Spinelli, do creative response on a book from

this week; choose picture book for analysis and begin thinking about analysis

Mon., May 31st – NO class – holiday

Tues., June 1st – Weekly creative response presentation; Lit response groups on Maniac Magee (quiz- check and written response); CRF picture books

For next class, read Skinnybones by Barbara Parks

Wed., June 2nd – Lit response groups on Skinnybones (quiz-check and written response); CRF picture books; reading aloud

For next class, read Yolanda’s Genius by Carol Fenner

Thurs., June 3rd – Lit response groups on Yolanda’s Genius (quiz-check and written response); historical fiction notes

For next class, read Mountain Valor by Gloria Houston; work on picture book analysis

Mon., June 7th – Weekly creative response presentations; Lit response groups on Mountain Valor (quiz-

check and written response); historical fiction picturebooks; dealing with dialect

For next class, read Sees Behind Trees by Michael Dorris

Tues., June 8th – Lit response groups on Sees Behind Trees (quiz-check and written response); historical

fiction picturebooks

For next class, read Mississippi Bridge by Mildred Taylor

Wed., June 9th – Lit response groups on Mississippi Bridge (quiz-check and written response);

For next class, read A Year Down Yonder by Richard Peck, review notes for quiz

Thurs., June 10th – Quiz on contemporary and historic realistic fiction; Lit response groups on A Year Down Yonder (quiz-check and written response); notes on Folklore

For next class, read Ella Enchanted by Gail Carson Levine; work on picture book analysis

Mon., June 14th – Weekly creative response presentations; Lit response groups on Ella Enchanted (quiz-

check and written response); folktale picturebooks; notes on fantasy and science fiction

For next class, read designated fantasy book

Tues., June 15th – Lit response groups on (quiz-check and written response); fantasy & science

fiction picturebooks

For next class, read The Giver by Lois Lowry, finish up picture book analysis

Wed., June 16th – Lit response on The Giver (quiz-check and written response); Picture Book Analysis Papers Due

For next class, read Among the Hidden by Margaret Peterson Haddix, review notes for quiz

Thurs., June 17th – Quiz on Folklore, Fantasy & Science Fiction; Lit response groups on Among the Hidden (quiz-

check and written response); Notes on Non-fiction/biography & poetry

For next class, read The Wright Brothers by George Sullivan; find a poetry book other than Shel

Silverstein to bring to class on Tuesday

Mon., June 21st – Weekly creative response presentations; Lit response groups on The Wright Brothers (quiz-

check and written response); Teaching with non-fiction

For next class, review notes for final quiz on non-fiction, biography, and poetry

Tues., June 22nd – Final Exam Day – Quiz on non-fiction, biography, and poetry; Poetry sharing

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